Brian Domit
Dr. Gaillet
Engl 3100
8, October 2007
Grammar in the Classroom
The role that grammar should play in the classroom is a hotly debated subject. Patrick
Hartwell does an excellent job of putting together a long and complex argument against making
grammar the primary focus in the classroom. However, I have a much more simple train of
thought that leads me to the same conclusion as Hartwell.
In his essay “Grammar, Grammars, and the Teaching of Grammar”, Hartwell opens his
argument by discussing the usefulness of experimental research in understanding the importance
of grammar. It is difficult for my scientifically-geared brain to read that experiments have been
done to discover whether teaching grammar will help students write better. Conducting an
experiment in the hopes of discovering a strategy to help students write better seems nonsensical.
There are no constants in the human condition; no universal laws exist which govern human
action. For every reaction found in one person, hundreds of different reactions to the same
stimulus will be seen in different people, because the human condition is so inconsistent it is
nearly imposable to scientifically discover whether or not studying grammar will improve
writing. I am relived to know that Patrick Hartwell believes the same.
The goal is to determine what role grammar instruction should play in the classroom; if
scientific experimentation is nearly useless, then we must rely on something different: reason.
Along with providing knowledge and training necessary for success in the professional world,
universities also seek to instill their students with more general skills to help them succeed. Most
institutions help students develop these general skills with require courses such as public
speaking, 1101, 1102, critical thinking, and others that vary depending on the institution and
major. Grammar is one of those general skills necessary for success. A professional must have
the ability to use grammar well or they will attract a great deal of ridicule. In one of my first
business classes the professor told the class that he once sent an email to his boss without
proofreading it and received a one-line reply saying, “you have a masters degree? Proof your
emails”. I once sent an email to an accounting professor without proofreading it, I was surprised
to not receive a reply with an answer to my question, but instead one pointing out that I had
misspelled a word and left out a comma. He also told me that if I expected to have my questions
considered I should proofread my emails. Basic grammar use such as punctuation and word
order are essential in unsympathetic work environments. As hostile as the professional world
can be it would be very difficult to get far without knowing how to use grammar properly;
therefore, grammar does belong in the classroom.
The question now turns to what role grammar education should play in the classroom,
and how much stress should be put on grammar? Concerning the word order aspect of grammar,
Hartwell does an excellent job of illustrating how fluent speakers know word order rules
subconsciously, thus focus on this subject is unnecessary for fluent speakers. The grammar
necessary for the workplace, such as basic punctuation, and spelling, is not difficult to learn. I
entered college with very poor grammar; however, once I became motivated to learn how to use
grammar properly, I was able to teach myself in a few weeks. If I, as plagued with learning
disabilities as I am, can teach myself enough grammar to avoid ridicule from professionals, it
cannot be a difficult subject. And if it is not a difficult subject to learn it is unnecessary for
grammar education to take up a large portion of class time. Clear communication can and does
often prove itself a more difficult subject. There are many college students who are, even after
1101 and 1102, unable to write well. Many students have difficulty connecting ideas, adding to
many words, being redundant, revising, transitioning sentences, and even making sense in
general. Composition is difficult work and people are not born with the ability to do it. In light of
it’s difficulty, and grammars relative simplicity, composition should take up a larger portion of
class time.
Aside from basic required writing classes, grammar should be more heavily stressed in
writing intensive majors such as English or Philosophy. Humanities and Liberal Art students are
often expected to write at higher levels; eloquence, voice, and structure are stressed more in
Liberal Arts. If a student is engaged in learning to write well, an in-depth understanding of
grammar can help develop eloquence, and structure. The TAP honors program offered in
Georgia public schools devotes several weeks to intensive focus on grammar. A friend of mine
who was in the TAP program says that the focus on grammar gave her an understanding of
structure that helped her communicate much more fluidly than her other classmates, and
improved her eloquence. Eloquence, which can be developed with grammar, combined with a
good understanding of content are the necessary ingredients for a credible writer. It would seem
wise for students in writing intensive majors to take a class devoted to grammar.